The Impact of Electronic-Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners

Autor/inn/en	Ashraf, Hamid; Motallebzadeh, Khalil; Ghazizadeh, Faezeh
Titel	The Impact of Electronic-Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners
Quelle	In: International Journal of Language Testing, 6 (2016) 1, S.24-32 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-5880
Schlagwörter	Language Tests; Computer Assisted Testing; Second Language Learning; Second Language Instruction; English (Second Language); Test Format; Comparative Analysis; Pretests Posttests; Foreign Countries; Listening Comprehension Tests; Student Placement; Females; Teaching Methods; Virtual Classrooms; Conventional Instruction; Adult Students; Iran + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Testentwicklung; Ausland; Hörverstehensübung; Schülerpraktikum; Weibliches Geschlecht; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin
Abstract	This study investigated the impact of electronic-based dynamic assessment on the listening skill of Iranian EFL learners to achieve this goal, a group of 40 female EFL upper-intermediate students (aged between 26 to 38 years old) from to language institutes were selected as the participants of the study after administering a Quick Placement Test (QPT) to a larger population of EFL learners (N=65). All of the selected to female EFL upper intermediate student were administered a Listening Test (IELTS Format) as the pretest and posttest to assess the participants' listening comprehension. Participants were divided in two control (N=20) and experimental (n=20) groups. The learners in experimental group were taught the listening skill via Dynamic Assessment through virtual electronic-based classroom and the learners in control group were taught listening skill via traditional dynamic assessment in a physical language classroom. A quasi-experimental pretest and post-test design was employed. After three-month study, the participants in experimental group meaning that electronic-based dynamic assessment can significantly affect the listening skill of Iranian EFL learners. (As Provided).
Anmerkungen	Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01